Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Doctor of Philosophy

Program

Education

Supervisor

Bishop, Pamela

2nd Supervisor

Tarc, Paul

Co-Supervisor

Abstract

Elementary students in high-poverty schools have diverse learning needs. Their academic and social learning, in particular, varies between students - especially so for those students from culturally non-dominant backgrounds. In 2009, the Ontario Ministry of Education mandated that all school boards in Ontario develop and implement equity education policies, as specified in Policy/Program Memorandum No. 119: Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools (2009). This dissertation explored the implementation of Ontario’s Equity Strategy in three highpoverty elementary schools within one district school board in Ontario. This exploratory case study investigated the following research questions: 1. How do teachers, vice principals, and principals in three urban, Ontario high-poverty schools support elementary students’ academic and social learning? 2. How does the Ontario policy backdrop constrain and/or support the work and capacities of teachers, vice principals, and principals to advance academic and social learning? 3. How does Policy Program Memorandum 119 (Ontario’s Equity and Inclusive Strategy, 2009) reflect and inform the implementation of inclusive education by teachers, vice principals, and principals? The data gathered consisted of semi-structured interviews with principals, vice principals, and teachers, document analysis, and observations of teachers. An exploratory qualitative case study using Critical Race Theory, and Anti-Racist Framework, were adopted, supported by a modified version of constant comparative method of data analysis. There are several key findings from this study. Findings revealed that biases were difficult to dismantle, and equity policy is under realized without adequate funding. Policy needs significant re-structuring to make it more impactful in Boards across Ontario. Teachers illuminated the powerful act of sharing stories of different cultures, encouraging lessons of cultural diversity, to challenge the Euro-centric curriculum. Many teachers revealed needing additional time (to reflect and respond appropriately) to the recent changes in student demographics, due to changes in immigration. This study indicated engaging in meaningful dialogue, sharing knowledge, reflecting, and advocating awareness proved to be most effective. Finally, principals described needing equitable, not equal, distribution of resources.

Summary for Lay Audience

Elementary students in high-poverty schools have diverse learning needs. Their academic and social learning, in particular, varies between students - especially so for those students from diverse backgrounds. Findings revealed that biases were difficult to dismantle, and equity policy is under realized without adequate funding. Policy needs significant re-structuring to make it more meaningful in Boards across Ontario. Teachers illuminated the powerful act of sharing stories of different cultures, encouraging lessons of cultural diversity, to challenge the Euro-centric curriculum. Many teachers revealed needing additional time (to reflect and respond appropriately) to the recent changes in student demographics, due to changes in immigration. This study indicated engaging in meaningful dialogue, sharing knowledge, reflecting, and advocating awareness proved to be most effective. Finally, principals described needing equitable, not equal, distribution of resources.

Download

Share

COinS